Essential Skills Wales. wv.lvv.cymru.gov u

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1 Essential Skills Wales wv.lvv.cymru.gov u

2 Essential Skills Wales Audience Overview Action required Further information Additional copies Related documents Secondary schools, further education colleges, higher education institutions, learning providers, awarding bodies, Sector Skills Councils, local authorities, employers, adult community education settings, tutors in initial teacher training, learners, and others with an interest in education and training. For teachers and trainers, it contains guidance on how candidates should prepare evidence for assessment in the Essential Skills Wales (ESW) qualifications at all levels. For awarding bodies, it provides information on the assessment requirements including the development of specific assessment material at Entry level. For assessors, it provides information on the evidence requirements including portfolio evidence for Levels 1 to 4. This publication is essential reading for all those responsible for the teaching and assessment of ESW qualifications in all types of centre. Copies should be readily available to all staff. Candidates should be given their own copy of this publication (or relevant sections of it), and should be supported with guidance from an appropriate person to ensure that they understand what is required. Enquiries about this document should be directed to: Vocational Qualifications and Credit Development Branch Department for Children, Education, Lifelong Learning and Skills Welsh Assembly Government Tŷ r Afon Bedwas Road Bedwas Caerphilly CF83 8WT Can be obtained from: Tel: (English medium) (Welsh medium) Fax: Or by visiting the Welsh Assembly Government s website Awarding body specifications for Essential Skills Wales; Skills framework for 3 to 19-year-olds in Wales (Welsh Assembly Government, 2008) This guidance is also available in Welsh. Ref: CAD/GM/0096 ISBN: A-EAC qA786904/1/ABND Crown copyright February 2010

3 Contents Introduction 2 Communication progression 10 Communication: progression: evidence 12 Communication: progression: skills 16 Communication Entry Level 1 28 Communication Entry Level 2 34 Communication Entry Level 3 40 Communication Level 1 46 Communication Level 2 54 Communication Level 3 66 Communication Level 4 76 Communication Mandatory definitions 84 Application of Number progression 96 Application of Number: progression: evidence 100 Application of Number: progression: skills 104 Application of Number Entry Level Application of Number Entry Level Application of Number Entry Level Application of Number Level Application of Number Level Application of Number Level Application of Number Level Application of Number Mandatory definitions 182 Information and communication technology progression 194 Information and communication technology: progression: evidence 198 Information and communication technology: progression: skills 203 ICT Entry Level ICT Entry Level ICT Entry Level ICT Level ICT Level ICT Level ICT Level ICT Mandatory definitions 292 Essential Skills Wales 1

4 Introduction Key Skills and Basic Skills qualifications have been central to our skills agenda in Wales in meeting the policy aim of ensuring that everyone masters the skills needed in education, work and life in general. The introduction of Essential Skills Wales (ESW) in September 2010 brings clarity and consistency to this policy aim. The new standards and the associated qualifications provide, for the first time in Wales, a single ladder of progression from Entry Level 1 to Level 4 in the skills of Communication, Application of Number and Information and communication technology (ICT). The new standards have been developed by converging and drawing on best practice from the standards for Adult Literacy, Adult Numeracy and Adult ICT, and the standards for Key Skills Communication, Application of Number and ICT. Essential Skills Wales are applicable to all programmes, ages, abilities and contexts. They are required for success in all aspects of education, training, work and life in general. They are therefore appropriate for a variety of candidates at all levels, from students and junior staff through to middle and senior managers. They support the effectiveness of learning and performance both in education and at work, by encouraging the individual to: think about their intentions and purposes plan a course of action implement the plan reflect on their progress towards completing the plan review the plan to suit changing circumstances or to overcome problems devise a new plan when the original one has been fulfilled. The process underpinning all ESW qualifications is therefore: Plan Do Reflect Review 2 Essential Skills Wales

5 Purpose of this publication This publication is essential reading for all those responsible for the teaching and assessment of ESW qualifications in all types of centre. Copies should be readily available to all staff. For teachers and trainers, it contains guidance on how candidates should prepare evidence for assessment in the ESW qualifications at all levels. For awarding bodies, it provides information on the assessment requirements, including the development of specific assessment material at Entry level. For assessors, it provides information on the evidence requirements including portfolio evidence for Levels 1 to 4. Candidates should be given their own copy of this publication (or relevant sections of it), and should be supported with guidance from an appropriate person to ensure that they understand what is required. Reading this publication This publication is divided into three parts (one for each skill area). You are strongly advised, in the first instance, to read each part in order. Each part starts with an overview of progression in the relevant skill that summarises the principles on which progression and differentiation in the standards are based. This is followed by two Progression grids, one for the evidence and one for the skills required to achieve the ESW qualifications. These are provided to make it easy for users of the standards to see at a glance how the level of demand increases from Entry Level 1 to Level 3. Each level of the skills incorporates the previous levels so these grids also make it easy to identify all the skills that are required at each level. This is followed by the Amplification of evidence requirements at each level of the ESW from Entry Level 1 to Level 3. On these pages: the first column ( You must provide evidence that you can: ), states the evidence that candidates must include in their portfolio for assessment at Levels 1 to 4 and that awarding bodies must cover in assessment requirements at Entry level the second column ( Evidence requirements ) gives more detail of the evidence that is required in the portfolio or assessment tasks. All assessment material/information at all levels must include evidence that meets all the Evidence requirements listed Essential Skills Wales 3

6 the third column ( In order to show that you are competent, you need to know how to: ) lists the skills that candidates must have in order to show that they are competent at the appropriate level. These are not lists of skills to which candidates should confine themselves, nor should they be regarded as tick-lists for assessment purposes. Rather, they are indicative of the skills in which candidates will need to be competent if they are to produce evidence at the required standard 1 the fourth column ( Guidance ) provides explanations, advice and support for candidates and for teachers/tutors/trainers. It is important to note that the guidance is advisory, whereas the first three columns are mandatory. Each part ends with a list of Mandatory definitions of selected terms that appear in the preceding pages. These definitions are an integral part of the standards and amplification. They should be checked at all times and must be used in learning and teaching and in preparing as well as assessing evidence. Progression through the levels The standards are available at Entry Levels 1, 2 and 3, and at Levels 1, 2, 3 and 4. These levels correspond to the levels in the National Qualifications Framework (NQF) and the Qualifications and Credit Framework. For example, Communication Level 2 can be broadly related, in terms of level of demand, to GCSE grades A* C. Level 4 describes the skills that are relevant to technical and professional situations and higher-level study. Evidence for these qualifications can be generated in the context of the candidate s wider learning, training programme, or employment, or in their domestic or leisure activities. However, it should not be assumed that candidates have to achieve these skills at the same level as their main learning or training programme. The skills are certificated separately from each other and from other qualifications, so it is possible for candidates to achieve the individual skills at different levels. 1 The ESW standards, without Evidence requirements and Guidance, can be downloaded from the Welsh Assembly Government website at 4 Essential Skills Wales

7 The level of a skills qualification is determined by four factors: the candidate s familiarity with the context, task or activity the complexity of the situation and the task or activity the degree of independence shown by the candidate in deciding which skills they will use and how they will apply them to suit different tasks and activities the range and complexity of the techniques and skills the candidate uses in completing the task or activity. These four factors interrelate so that, to some extent, relatively low demand in one factor may be compensated for by relatively high demand in another. However, the skills are demonstrated through performance so the key determinant of the overall level is the candidate s ability to select, use and apply their skills when carrying out a task or activity. At all levels, the skills must be developed over a period of time that: reflects the progress that a candidate needs to make to reach the standard and level for which they are aiming allows for appropriate formative assessment to take place. Each level of the skills incorporates and builds on the previous levels. It is important to note that, where the wording of a standard is identical at different levels, the progression is inherent in another aspect of the standard. For example, the requirement in the Application of Number standards to check that your results make sense appears at all levels from Entry Level 1 to Level 3. The progression is inherent in the fact that the complexity and detail of the results to be checked will be more demanding at each level. The standards not only recognise candidates current capabilities but also require them to reflect on and review their progress at that level. This will enable them to identify how they can consolidate their skills and also to consider how they might improve their skills to meet new and different demands in order to progress to higher levels. At all three Entry levels, the context is familiar and accessible to the candidate. The skills demanded by the situation or problem are clear and straightforward. Guidance and direction are provided by a tutor, teacher or trainer. Essential Skills Wales 5

8 Level 1 helps candidates to develop the basic techniques that underpin skills competence, and recognises their ability to apply these skills in meeting given purposes in routine situations. The context may be less familiar than at Entry level but is readily accessible to the candidate. Guidance is provided but some independent decisions are required. Level 2 builds on Level 1 by requiring candidates to extend and develop their underpinning techniques. It recognises their ability to take responsibility for some decisions about how they select and apply these techniques to meet the demands of largely straightforward tasks. Guidance may be provided, but choices are made and evaluated independently. Level 3 marks a shift from dealing with straightforward tasks to being capable of responding to the demands of more complex activities. Candidates must demonstrate more explicit reasoning ability and personal responsibility in making decisions about how tasks are tackled and organised. Candidates must make choices and decisions independently, including recognising when it is appropriate to ask for advice. Level 4 requires candidates to have substantial independence and to take responsibility for managing activities and for identifying the skills that relate to their context. Candidates must demonstrate their ability to develop a strategy for using skills over an extended period of time, to monitor and critically reflect on progress, and to adapt their strategy as necessary to achieve the required outcomes. Assessment for certification Qualifications in ESW will be awarded by approved awarding bodies who have received ESW accreditation. Certification at Levels 1 to 4 will be on the basis of a portfolio of evidence submitted by the candidate, assessed and internally verified by the centre, and externally verified by the awarding body. Certification at Entry level will be on the basis of awarding body designed assessment which satisfies all the evidence requirements of the particular qualification at that level. Use of assessment instruments designed for other Entry level qualifications will not be permitted. 6 Essential Skills Wales

9 The achievement of ESW will be recognised in the Universities and Colleges Admissions Service (UCAS) tariff for admissions to higher education. Full details of the requirements for certification can be obtained from ESW-accredited awarding bodies. In compiling an ESW portfolio, it must be clear that the evidence has been assessed against the relevant standards. Forms of evidence Evidence can take a variety of forms, which may be produced by hand and/or electronically. These include: written material, including number work visual forms, such as artwork, photographs, charts, diagrams, graphs, screen displays physical products, such as working models and artefacts records from observations of the candidate s performance (viewed against the assessment criteria), such as assessor notes to authenticate video clips or screen displays, and witness statements. Candidates should also be encouraged to include evidence drawn from sources apart from their main programme of study. For example, many candidates will have plenty of opportunity to develop communication and ICT skills in their part-time work and, as long as the evidence can be authenticated, there is no reason why it should not be included in the portfolio. Essential Skills Wales 7

10 Access arrangements Candidates with particular disabilities may be unable to show that they are competent by providing all their evidence in the form specified. For such candidates, reasonable adjustments to the evidence requirements may be allowed in appropriate circumstances. In some cases, exemptions may be permissible. A reasonable adjustment may be granted where this does not undermine the competence standard, in line with regulations and guidance issued by the awarding bodies. The reasonable adjustment will not be reported on the candidate s certificate. Where a reasonable adjustment that does not undermine the competence standard cannot be offered, an exemption may be granted from one or more assessed sub-components of the standard. Where such an exemption is granted, an indication will be placed on the certificate. An assessed sub-component is defined as an assessment requirement no larger than that specified by each section of the standards numbered in the format C1.1.1, NE3.1.3, etc. A candidate cannot be granted exemption from an entire component (for example C1.1, NE3.1) of a qualification. Exemptions cannot be granted in circumstances where the underlying requirements of the qualification as a whole are compromised. Where the qualifications form part of a composite/overarching qualification or framework, the organisation responsible for specifying the requirements of the composite/overarching qualification or framework should consider granting a candidate with particular disabilities an exemption from the requirement to achieve the ESW component qualification(s) as appropriate. Candidates who are granted an exemption from a particular ESW should not receive certification for achievement of this skill but should receive a certificate for the achievement of the composite/overarching qualification or framework with the appropriate certificate indication. 8 Essential Skills Wales

11 Communication In the context of the Communication standards, requirements that candidates listen, hear, say, speak, express, discuss, talk or present may be satisfied, in appropriate cases, through the use of British Sign Language and/or electronic aids. The words read and write may include the use of braille and/or a reader and/or an amanuensis and/or electronic aids, as appropriate. Application of Number In the context of the Application of Number standards, requirements that candidates present may be satisfied, in appropriate cases, through the use of British Sign Language and/or electronic aids. The words read, recognise (for example shapes), measure, collect (information), observe, write, draw and record may include the use of braille and/or a reader and/or an amanuensis and/or electronic aids, as appropriate. ICT In the context of the ICT standards, requirements that candidates present may be satisfied, in appropriate cases, through the use of British Sign Language and/or electronic aids. Recognise may include the use of braille and/or electronic aids, as appropriate. Where a candidate is required to keep a recording document (for example a log or diary), to make notes, or to annotate drafts, this may include the use of braille and/or an amanuensis and/or electronic aids, as appropriate. Essential Skills Wales 9

12 Communication progression Introduction The aim of the Communication standards is to encourage candidates to develop and demonstrate their speaking, listening, reading and writing skills for different purposes. The standards are essentially concerned with developing and recognising candidates ability to select and apply communication skills in ways that are appropriate to their particular context. However, they can also be used to help individuals make connections with less-familiar contexts and develop their ability to progress to higher levels of competence. The techniques of communication are essential, but so too are the skills of application, such as making decisions about the relevance and quality of information and taking account of purpose and audience. The standards are designed to recognise candidates progression in terms both of underpinning techniques and of the skills of application. Each level of the skill incorporates and builds on the previous levels. It is important to note that, where the wording of a standard is identical at different levels, the progression is inherent in another aspect of the standard. For example, the requirement to ask others when you are unclear about what you have read appears at all levels from Entry Level 1 to Level 3. The progression is inherent in the fact that the complexity and detail of the reading matter will be more demanding at each level. At the three Entry levels candidates are required to use speaking, listening, reading and writing skills in familiar and accessible contexts. The communication skills demanded by the situation or problem are clear and straightforward. Guidance and direction are provided by a teacher, tutor or trainer. At Level 1 candidates are required to use speaking, listening, reading and writing skills in the context of straightforward subject matter, materials and tasks. They must take part in formal discussions on everyday subjects, identify the main points and ideas in reading material, and produce short documents that are written in uncomplicated language and include compound sentences. At Level 2 candidates are required to give a short talk/presentation and to contribute to discussions by using more varied vocabulary and helping to move things forward. Candidates should be able to select relevant reading material from different sources and be able to use more advanced reading skills, both in order to follow lines of 10 Essential Skills Wales

13 reasoning in lengthier documents and to summarise information to use in their short talk/presentation and/or their writing. They must show that they can adapt the structure and style of their writing to different types of document, and show that they are capable of using complex sentences that are correctly spelled and punctuated. At Level 3 there is an increase in the complexity of materials and subject matter. Candidates are likely to be required to balance a number of points simultaneously, while evaluating the relative importance of each. In discussions, candidates need to be sensitive to the contributions of others, develop points and ideas, and actively encourage others to participate. In making presentations, candidates should demonstrate a clear sense of purpose and be able to engage their audience s attention. Reading matter should include different documents that present a number of ideas about a topic, some of which may be abstract. Documents will tend to be detailed and require close reading in order to extract lines of reasoning. Candidates should demonstrate an ability to use materials in a systematic way so that they can quickly find relevant information, separate fact from opinion, identify bias in writing, and synthesise their findings to use in their presentation and/or their writing. Writing should use a style suited to the complexity of its subject and purpose, and be carefully reasoned and set out in a coherent and well-crafted manner. At Level 4 candidates are expected to develop and apply their skills for different purposes and in different situations over an extended period of time (for example about three months) with substantial independence. This may involve them in addressing a variety of audiences. The extended time frame is to ensure that there are sufficient opportunities for the work to develop, as well as to allow time for candidates to monitor and critically reflect on their progress and the effectiveness of their communication skills. This will enable them to adapt their strategy in response to new demands and feedback from others. Candidates need to show that they can: plan strategically their use of communication skills apply these skills effectively and for a purpose over an extended period of time monitor and review their work, including the development of their skills reflect critically on their progress. Essential Skills Wales 11

14 12 Essential Skills Wales Communication: progression: evidence Important notes: 1. Each level of the skill incorporates and builds on the previous levels. 2. This section must be read in association with the Amplification of evidence requirements and Communication Mandatory definitions sections which provide mandatory detail about each component and are a constituent part of the standards. You must provide evidence that you can: Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Level 3 Speaking and listening CE1.1.1 Understand and respond to spoken language in a face-to-face situation CE2.1.1 Understand and respond to spoken language in a face-to-face situation CE3.1.1 Understand and respond to spoken language in a face-to-face situation C1.1.1 Understand and respond to spoken language in a range of contexts C2.1.1 Understand and respond to spoken language on a range of topics and in a range of contexts C3.1.1 Understand and respond to spoken language on a range of topics and in a range of contexts CE1.1.2 Speak to communicate: basic information feelings opinions questions on familiar topics, using appropriate language CE2.1.2 Speak to communicate: information feelings opinions questions on familiar topics, using appropriate language CE3.1.2 Speak to communicate: information feelings opinions questions on familiar topics, using appropriate language C1.1.2 Speak to communicate: information feelings opinions questions instructions on familiar topics, using appropriate language, and in a range of contexts C2.1.2 Speak to communicate: information feelings opinions questions instructions on familiar and unfamiliar topics, using appropriate language and non-verbal communication, and in a range of contexts C3.1.2 Speak to communicate: information feelings opinions questions complex instructions on familiar and unfamiliar topics, using appropriate language and non-verbal communication, and in a range of contexts

15 Essential Skills Wales 13 Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Level 3 CE1.1.3 Take part in discussion with another person in a familiar situation about familiar topics CE2.1.3 Take part in discussion with two or more other people in a familiar situation CE3.1.3 Take part in discussion with two or more other people in a familiar situation C1.1.3 Take part in formal discussions with two or more other people C2.1.3 (a) Take part in formal discussions with two or more other people (b) Give a talk/presentation of at least four minutes C3.1.3 (a) Take part in formal discussions with two or more other people (b) Give a talk/presentation of at least eight minutes Reading CE1.2.1 Read, understand and obtain information on familiar everyday topics from short documents CE2.2.1 Read, understand and obtain information on familiar everyday topics from short, straightforward documents CE3.2.1 Read, understand and obtain information independently from short, straightforward documents on familiar topics C1.2.1 Read, understand and obtain information independently from at least two different types of documents C2.2.1 Read, understand and summarise information from at least two documents about the same subject C3.2.1 Read, understand and synthesise information from at least two documents about the same subject At least one document must contain an image At least one document must contain an image One document must be at least 250 words long Each document must be at least 500 words long. At least one must contain reasoning and at least one must contain an image Each document must be at least 1,000 words long. At least one must contain complex information or reasoning, and at least one must contain an image

16 14 Essential Skills Wales Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Level 3 Writing CE1.3.1 Write a short document to communicate information to a familiar given audience in a given format, using appropriate language CE2.3.1 Write a short document to communicate relevant information to a given audience in a given format, using appropriate language CE3.3.1 Write a short document to communicate relevant information and opinion(s) to a given audience in an agreed format, using appropriate language C1.3.1 Write two short documents of different types to communicate information to a familiar audience in appropriate formats, using language that is appropriate to your purpose and audience C2.3.1 Write two documents of different types, each one giving different information to different audiences in appropriate formats, using language that is appropriate to your purpose and audience C3.3.1 Write two documents of different types, each one giving different information to different audiences about complex subjects in appropriate formats, using language that is appropriate to your purpose and audience One document must be at least 250 words long One document must be at least 500 words long One document must be at least 1,000 words long Access statement Candidates with particular disabilities may be unable to show that they are competent by providing all their evidence in the form specified in these standards. For such candidates, reasonable adjustments to the evidence requirements may be allowed in appropriate circumstances. In some cases, exemptions may be permissible. Further detail on reasonable adjustments and exemptions for candidates with particular disabilities can be found on pages 8 and 9.

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18 16 Essential Skills Wales Communication: progression: skills Important notes: 1. Each level of the skill incorporates and builds on the previous levels. 2. This section must be read in association with the Amplification of evidence requirements and Communication Mandatory definitions sections which provide mandatory detail about each component and are a constituent part of the standards. In order to show that you are competent, you need to know how to: Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Level 3 Speaking and listening use key words to extract specific information follow single-step instructions in a familiar context, asking for instructions to be repeated if necessary extract detail from short explanations, instructions and narratives identify the main points of short presentations extract detail from explanations, instructions and narratives identify relevant information and new information from discussions, explanations and short presentations identify relevant detail and information in explanations, instructions and discussions in a range of contexts identify relevant detail and information in explanations, instructions, discussions and presentations on a range of topics and in a range of contexts identify relevant detail and information in complex explanations, instructions, discussions and presentations understand and follow detailed explanations and instructions on a range of topics in familiar and less-familiar contexts respond to requests for personal information identify simply expressed feelings and opinions respond appropriately to what others say pay close attention and respond constructively to what others say respond constructively to criticism respond constructively to criticism

19 Essential Skills Wales 17 Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Level 3 use strategies to clarify and confirm understanding use strategies to show you are listening and to clarify and confirm understanding use strategies to show you are listening and to clarify and confirm understanding use strategies to show you are listening and to clarify and confirm understanding identify the speaker s intentions identify the speaker s intentions judge when to speak and how much to say speak clearly to be heard and understood speak clearly to be heard and understood speak clearly to be heard and understood using appropriate clarity, speed and phrasing clearly express statements of fact, questions, explanations, instructions, accounts and descriptions of familiar topics use varied vocabulary and expressions to suit your purpose provide further detail and development to clarify or confirm understanding use appropriate varied and specialist vocabulary and expressions to suit your subjects, purposes and situations use strategies to support what you are saying present information and ideas in a logical sequence use appropriate strategies including language and non-verbal communication to support what you are saying

20 18 Essential Skills Wales Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Level 3 make requests using appropriate terms ask questions to obtain specific information make statements of fact clearly make requests and ask questions to obtain information in everyday contexts ask questions to clarify understanding respond to straightforward questions express clearly statements of fact and short accounts and descriptions make requests and ask questions to obtain information in familiar and unfamiliar contexts respond to a range of questions about familiar topics express clearly statements of fact and give short explanations, accounts and descriptions respond to questions about a range of familiar topics confirm that listener(s) understand your meaning confirm that listener(s) understand your meaning convey your feelings and opinions when appropriate convey your feelings and opinions when appropriate clearly convey your feelings and opinions when appropriate clearly convey your feelings and opinions when appropriate use language appropriate to your listener(s) use language appropriate to your listener(s) use language and register appropriate to your listener(s) use language appropriate to your listener(s) and the context use language and non-verbal communication appropriate to your listener(s) and the situation adapt your language and what you say to suit different subjects, purposes and situations give constructive feedback

21 Essential Skills Wales 19 Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Level 3 prepare for discussions so that you can say things and provide information that is relevant to the subject and purpose of the discussion prepare for discussions so that you can say things and provide information that is relevant to the subject and purpose of the discussion prepare for discussions so that you can say things and provide information that is relevant to the subject and purpose of the discussion take part in a one-to-one discussion to confirm a shared understanding about familiar topics. take part in a discussion with two or more people to establish a shared understanding about familiar topics take part in a discussion with two or more people to reach a shared understanding about familiar topics take part in a purposeful group discussion to reach a shared understanding take part in a purposeful group discussion to reach a shared understanding take part in a purposeful group discussion on a complex subject to work towards agreement follow the gist of discussions involving two or more other people follow and understand the main points of discussions on different topics with two or more other people make appropriate contributions to discussions. make relevant contributions to discussions make clear and relevant contributions to discussions make clear and relevant contributions in a way that suits your purpose and situation make clear and relevant contributions in a way that suits your purpose and situation

22 20 Essential Skills Wales Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Level 3 respect the turn-taking rights of others during discussions. respect the turn-taking rights of others during discussions use appropriate phrases or gestures in order to join in the discussion. help to move the discussion forward use appropriate phrases or gestures in order to join in the discussion or change the topic support your opinions and arguments with evidence develop points and ideas, with a sensitive awareness of others feelings, beliefs and opinions encourage others to contribute prepare your talk/ presentation prepare your talk/ presentation to suit your purpose summarise information from your reading and from other sources to suit your purpose bring together information from your reading and from other sources to present your own interpretation to suit your purpose speak clearly in a way that suits your subject, purpose and situation speak clearly and use language and a style of presentation to suit your purpose, the complexity of the subject, the formality of the situation, and the needs of the audience

23 Essential Skills Wales 21 Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Level 3 keep to the subject and structure your talk/presentation in a logical sequence to help your audience follow a line of thought or series of events structure what you say to progress logically through each stage of your presentation use a variety of ways to support the main points of your talk/presentation, including using images or other material. use a variety of techniques to engage the audience, including using images and other material to support or enhance what you are saying. Reading recognise the letters of the alphabet in both upper and lower case decode simple, regular words recognise and understand simple words, signs and symbols use initial letters to find and sequence words in alphabetical order use phonic and graphic knowledge to decode words read and understand relevant signs, symbols and frequently used words use first- and second-place letters to find and sequence words in alphabetical order read and understand a range of commonly used relevant words and phrases read and understand relevant specialist key words and phrases read and understand specialist vocabulary read and understand specialist and complex vocabulary

24 22 Essential Skills Wales Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Level 3 read and understand words related to personal information, including first name, surname, address, postcode, age, date of birth read short documents and simple images with repeated language patterns on familiar topics follow a short written narrative on a familiar topic or experience trace and understand the main events of short chronological and instructional documents and simple images on familiar topics trace and understand the main events of straightforward documents of more than one paragraph, and simple images on familiar and everyday topics identify the main points and ideas in documents and images identify the main points, ideas and lines of argument and reasoning from text and images, including by inference identify the main points, ideas and lines of argument and reasoning from text and images, including by inference recognise the different purposes of documents recognise the different purposes of documents recognise the different purposes of documents recognise the purpose of a variety of documents recognise the writer s purpose and intentions, including where they are implicit recognise the writer s purpose and intentions and infer meaning which is not explicit locate information using captions and illustrations locate and understand information using organisational features locate and understand information using organisational features locate and understand information using organisational features locate and understand information using organisational features find the meaning of words that you do not understand find the meaning of words you do not understand, using a simple dictionary find the meaning of words you do not understand, using a dictionary find the meaning of words and phrases you do not understand, using reference materials find the meaning of unfamiliar words and phrases, using reference materials find the meaning of unfamiliar words and phrases, using reference materials

25 Essential Skills Wales 23 Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Level 3 read and understand linking words and adverbials in instructions and directions recognise, read and understand the typical language of instructional documents identify the main points and ideas in documents skim-read title, headings and illustrations to decide if material is of interest compare accounts and recognise opinion and possible bias scan documents to locate information obtain specific information through detailed reading obtain meaning from an image obtain information from documents and images, including inferring meaning that is not explicit in the text select and use different types of continuous documents to obtain relevant information select and explore a range of different complex documents to obtain relevant information explore and understand complex information and lines of reasoning in documents ask others when you are unclear about what you have read. ask others when you are unclear about what you have read. ask others when you are unclear about what you have read. ask others when you are unclear about what you have read. ask others when you are unclear about what you have read. ask others when you are unclear about what you have read.

26 24 Essential Skills Wales Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Level 3 Writing write the letters of the alphabet using upper and lower case summarise information from your reading and from other sources to suit your purpose bring together information from your reading and from other sources to present your own interpretation to suit your purpose use written words and phrases to record or present information use appropriate language use written words and phrases to record or present information use appropriate language plan and draft writing present simple information use appropriate language plan and draft writing present relevant information in formats that suit your purpose and audience plan and draft writing present relevant information in formats that suit your purpose and audience plan and draft writing select and use formats and styles of writing that are appropriate to your purpose, audience, and the complexity of the subject matter construct simple sentences construct simple sentences use adjectives appropriately construct sentences, using common conjunctions organise writing in short paragraphs where appropriate construct compound sentences, using appropriate conjunctions organise writing in paragraphs that demonstrate a logical sequence construct complex sentences using a range of appropriate conjunctions organise writing in paragraphs that help to make meaning clear organise material coherently to suit the length, complexity and purpose of your document

27 Essential Skills Wales 25 Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Level 3 use correct basic grammar, including appropriate verb-tense, subject verb agreement use correct basic grammar use correct grammar use correct grammar punctuate a simple sentence with a capital letter and a full stop use a capital letter for personal pronoun I use punctuation correctly, including capital letters, full stops and question marks use punctuation correctly, including capital letters, full stops, question marks, exclamation marks use punctuation correctly, including apostrophes use punctuation correctly, including commas and inverted commas use punctuation correctly spell correctly some personal key words and familiar words spell correctly the majority of personal details and familiar common words spell correctly words you use most often spell correctly, including specialist words judge the relevance of information and the amount of detail to include for your purpose spell correctly, including specialist words structure your writing to help readers follow and understand your main points spell words correctly select and use an appropriate style and tone to suit your audience, the degree of formality required and the nature of the subject use language suitable to purpose and audience present information and ideas in a logical or persuasive sequence present information and ideas in a logical or persuasive sequence use relevant images to help the reader understand your main points use different styles of writing, including using formal and informal language, to suit different purposes

28 26 Essential Skills Wales Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Level 3 produce legible text produce legible text produce legible text produce legible text produce legible text produce legible text make your meaning clear make your meaning clear make your meaning clear make your meaning clear make your meaning clear make your meaning clear check and where necessary revise your document. check and where necessary revise your document. check and where necessary revise your documents. check and where necessary revise your documents. check and where necessary revise your documents. check and where necessary revise your documents.

29 Essential Skills Wales I 27

30 Communication Entry Level 1 Amplification of evidence requirements This is about demonstrating your skills in: speaking and listening reading writing in familiar and accessible contexts connected with education, training, work and social roles. You will be given guidance by your tutor, teacher or trainer. Notes 1. You must provide evidence of your Communication skills, as they are specified in the first column of this amplification section. Your evidence must be in the form described in the second column ( Evidence requirements ). In order to provide this evidence, you will need to have the skills that are listed in the third column. 2. At this level, subject matter and materials will be straightforward, i.e. those that you will often meet in your work, studies or other activities. Content will be put across in a direct way. 3. The Guidance in the fourth column supports the requirements of the first three columns and is intended to advise and help you and your teacher/tutor/trainer in your work. It provides explanations of some of the requirements of the standards that may be useful when you are developing the skill of Communication at Entry Level 1 and producing evidence of your work. It is not a mandatory part of the standards. 4. The Mandatory definitions give the exact meaning of certain words in this section. You must always refer to them when you are developing your skills, gathering evidence, and preparing for assessment. 5. Witness statements must not be the only form of evidence that you provide. When you provide a witness statement, it must be supported by other evidence. Evidence At Entry level, the way in which you will be assessed for the qualification will be decided by your awarding body. The term evidence is used in this section to refer to the work you produce for final assessment, in whatever form or context your awarding body requires it. 28 Essential Skills Wales

31 The documents you read must, between them, include symbols and simple images. There must be evidence that all your work has been assessed and authenticated there must be records/notes, written by a competent assessor, confirming that your work is your own and that it has achieved the required standard. Access statement Candidates with particular disabilities may be unable to show that they are competent by providing all their evidence in the form specified. For such candidates, reasonable adjustments to the evidence requirements may be allowed in appropriate circumstances. In some cases, exemptions may be permissible. For details, please see the introduction to the standards. Essential Skills Wales 29

32 30 Essential Skills Wales CE1.1 Speaking and listening You must provide evidence that you can: Evidence requirements In order to show that you are competent, you need to know how to: Guidance CE1.1.1 Understand and respond to spoken language in a face-to-face situation. Evidence may be in various forms, including audio/visual clips and witness statements. Evidence may be generated in the context of a discussion for CE However, it may also be generated in informal exchanges in everyday life and work. Evidence from a telephone conversation is not acceptable. use key words to extract specific information follow single-step instructions in a familiar context, asking for instructions to be repeated if necessary respond to requests for personal information Understand and respond You must understand and know how to respond to spoken language in a face-to-face situation, i.e. a telephone conversation is not acceptable. In practice, you may demonstrate some of these skills when you are having a discussion with another person (CE1.1.3). Use key words to extract specific information When you are listening to someone talking to you, you must be able to pick out the most important words in what they are saying. Single-step instructions Each instruction should require only a single action by you, though there may be a series of these.

33 Essential Skills Wales 31 CE1.1.2 Speak to communicate: basic information feelings opinions questions on familiar topics, using appropriate language. Evidence may be in various forms, including audio/visual clips and witness statements. Evidence may be generated in the context of a discussion for CE However, it may also be generated in informal exchanges in everyday life and work. Evidence from a telephone conversation is not acceptable. speak clearly to be heard and understood make requests using appropriate terms ask questions to obtain specific information make statements of fact clearly convey your feelings and opinions when appropriate use language appropriate to your listener(s) Speak to communicate You must know how to orally communicate a range of content and feelings. In practice, you may demonstrate some of these skills when you are having a discussion with another person (CE1.1.3). Speak clearly You must articulate your words clearly, so that other people can hear and understand what you are saying. Specific information You must word your questions so that it is clear exactly what information you are asking for. Convey feelings You must be able to say what you think or feel in a way that is balanced and assertive, without being aggressive. CE1.1.3 Take part in discussion with another person in a familiar situation about familiar topics. Evidence may be in various forms, including audio/visual clips and witness statements. The assessor must not be the other person in the discussion. take part in a one-to-one discussion to confirm a shared understanding about familiar topics. Discuss You must take part in a one-to-one discussion with another person. You may suggest both the topic and the situation, or these may be given to you by your tutor, teacher or trainer. Confirm a shared understanding The purpose of your discussion must be to make sure that you understand the topic in the same way as the person you are talking to.

34 32 Essential Skills Wales CE1.2 Reading You must provide evidence that you can: Evidence requirements In order to show that you are competent, you need to know how to: Guidance CE1.2.1 Read, understand and obtain information on familiar everyday topics from short documents. Evidence must show that the candidate has read at least two short documents. The documents must have different purposes. Evidence may be in the form of: notes written by the candidate and/or assessor notes of the candidate reading aloud and answering questions that demonstrate that the candidate has the skills required by the standards. Evidence may be supported by photocopies of documents and/or images annotated by the candidate. Evidence may be implicit in a written document produced as evidence for CE The documents may be provided by the teacher/tutor/trainer or assessor. recognise the letters of the alphabet in both upper and lower case decode simple, regular words recognise and understand simple words, signs and symbols read short documents and simple images with repeated language patterns on familiar topics follow a short written narrative on a familiar topic or experience recognise the different purposes of documents find the meaning of words that you do not understand ask others when you are unclear about what you have read. Read, understand and obtain information You may read the documents either on paper or on-screen, or they may be signs or notices. Recognise purpose You must be able to recognise the purpose of a document (e.g. an instructional document) from its layout, design, or the words it uses, before you read it in detail. Find the meaning When you are trying to read a word that you do not understand, you may use a dictionary or a reference book, or you may ask for help from an appropriate person. Ask others You must be able to recognise when you need help and to ask for it. At least one document should include at least one symbol and at least one simple image. Evidence must show that the candidate can ask for help when they need it.

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